Signature Pedagogies in Doctoral Education
Golde, C.M. (2007). Signature pedagogies in doctoral education: Are they adaptable for the preparation of educational researchers? The Educational Researcher, 36(6), 344 - 351.
In this article, Golde defines signature pedagogies according to Lee Shulman's 2005 definitions. She also articulates the three common characteristics of signature pedagogies according to Shulman, 2005. She identifies two signature pedagogies - one from the sciences and one from humanities. She describes each and then discusses their potential adaptation to education and doctoral preparation in education.
Problems facing current doctoral education preparation include the fact that it does not align with practical expectations. Doctoral students are not prepared to handle the demands of academe. One problem doctoral students face is the inability to craft an argument that identifies a space or gap in the literature where their research will fit. They struggle with situating themselves and their research in the literature. She believes that if this skill is critical and fundamental, then doctoral students need to be given more than one opportunity to practice such a skill. They should have multiple opportunities that are woven throughout their entire program.